. ASTUDYOFTHE . POTENTIAL EFFECTIVENESS or m AT-EHE COLLEGE'LEVEL. I m COLOMBIA _ ‘ ~ Thesis for the Degree of M). An . MICHIGAN STATE UNIVERSITY .. GABRIEL ROBAYO VANOY ‘- ‘ 1972 g qHESL‘ A Study of the Potential Effectiveness of ITV at the College Level in Colombia ABSTRACT In order to assist the university in solving problems of class distribution, the increasing number of students and faculty load the television medium was considered in the midle l950's. A review of studies of the ITV at college level in U.S.A. could 'help to plan an effective ITV Operation at the same level in Colombia South America. It means that there are many college: using the television medium for instruction and also many pe0ple have sought about its effectiveness from whom is possible to learn a lot about. In the first part of this study and after some particular considera- tions is possible to recommend that ITV at college level in Colombia .should be introduced into a well organized institution having in mind ITV quality for learning, this means that through a qualified production ’team, they have to pay attention to factors which are involved in learning by television, of course, this kind of Operation should be for a long period to see the effectiveness. 0n the base of the Colombian‘s television system the distribution of ITV could be by transmitter, with the possibility to split the network, having a local channel in the biggest cities. The present study included in its second part the administration, production, and direction of a ITV Operation. The conclusion was that it is possible to take advantage of the experiences of the peOple working at college level in U.S.A. and On the other hand, to get the best from potential radio and television media in Colombia in combination with the people working for higher education in order ‘to educate more people and to fill the country's needs. A STUDY OF THE POTENTIAL EFFECTIVENESS 0F ITV AT THE COLLEGE LEVEL IN COLOMBIA By T GABRIEL ROBAYO VANOY A THESIS Submitted to Michigan State University in partiaI fulfillment of the requirements for the degree of HASTER OF ARTS Department of Television and Radio 1972 II Accepted by the faculty of the Department of Television and Radio, College of Communication Arts, Michigan State University, in partial fulfillment of the requirements for the Master of Arts degree. 4 /} AA, Director of Thesis III ACKNOWLEDGMENTS I will be forever undebted to the Institute Colombiano Agropecuario ICA and the Nebraska Mission in Colombia for my schoolarship which enabled me to get my M.A. at Michigan State University. I would also like to thank my advisor, Arthur Held, of Michigan State University who recogniced this ideas as a potential for my country. Also I appreciate the answers from the peOple working for ITV at different universities in the U.S.A. and from the peOple at _Chicago TV College. Finally, I would like to share the happiness of this moment with my family and the beautiful people who encouraged me to go ahead with this study. TABLE OF COHTCRTS INTRODUCTION. CHAPTER I ITV GENERAL DEVELOPMENT A. At College Level in U.S.A ......................... B. O In Other Countries. ......................... ...... Applying Learning Theory to ITV .......... . ....... Potential Financing ............................... ‘ Chapter II GENERAL APPROACH FOR ITV A. Introduction of ITV ..................... ...... 8. Using CCTV ........... . ...... . ................. C. Basic Research in Starting of a CCTV Operation D. .The Quality of Televised Instruction .......... E. Who and What Should Improve Instruction by TV FL Selecting Television Teachers ...... . ........ G. Summing Up ................................... CHAPTER III DEVELOPMENT OF COLLEGE ITV PRODUCTION A. B C. D Planning and Preparation ....................... Available Time in ITV Production ............... Working for a Better Quality of ITV ............ Distribution of ITV ............................ Evaluation of Using TV for Teaching ............. Summing LU) ..................................... 21 .5». «a BI 33 36 47 v .\ CHAPTER IV INFORMATION FROM INSTITUTIONS USING TV IN 1972 A. Selected Institutions................. B. I’LCBS}I‘;I\)nS{?S OOOOOOUOOOOOOOOOOC00.00.0090 C. Summing up ...................{....... CONCLIJS.[OFES 0.0...00.0.0000!OIIOOOOOOOO'OOOOOO FUTIIRE STUI)1E:S 0000.0.0.000...OOOOOOOOOOCOOOOC BIBLIOGlleip11Y OOOOOOOOOOOOOOOOOOO.0.00.00.00.00I 93 95 122 126 131 132 INTRODUCTION All governments wish that ”all men should be educated fully to full humanity; not only one individual nor a few, nor even many, but all I men together and single, young, old, rich and poor ....“ From “Pampaedia of John Comenius" written in the l650's. At the present time, and particularly in deveIOping countries, there is a preocupation for getting an answer to educational problems and ba— rriers. Such barriers are confronted by special obstacles: shortages of teachers, facilities and money; out-dated curriculum and instructional materials; low national income, strikes, colleges not working for five months, scattered population hard to reach, traditions and great inertias resistant to change. Solutions to the educational problems had been seught, some of them ’being better than others. For instance, to motivate people to be new teachers, to build more schools, to increase salaries, to protest 'against curriculum. Some countries have adapted the radio and television media for instruction as part of the educational curriculum. Some of ' them with success. l Maynard Mack, "To See it Feelingly," American Council of Learned Societies, Vol. XXIII (October, l97l), p. ll. In the case of Colombia, Accion Cultural Popular has been working in primary education both in rural and urban zones using the radio medium with success since l954. This kind of education is combined with textbooks l and the newspaper "El Campesino" especially designed for this purpose. The present educational program using the teleivision medium is the result of a contract between the Colombian govermnent, the Peace Corps and AID designed to help the Colombians to establish a nation wide educational television system directed primarily to improve public education. It was hOped that later this system could also provide instruction for adults .inside and outside schools, health, agriculture, dealing with topics of general interest, for student beyond the primary grades; high school and higher education. The contract is now working and Colombia has one of the world's largest instructional television programs for the 5 years of elementary school; in addition the Channel ll, INRAVISION, offers some ,2 courses for adult education during the evening. In the near future (taking advantage of the valuable experience in 'ITV of this country) it may be necessary to start using the TV medium as part of the high school and College, for instance using CCTV at Institu- tions and by transmitter to home students. l . Accionupultural Popular. Radio Sutatenza. Contract with ICA . Personal Information, 1909. working for Radio Rural Programs "EL ICA .INFORMA." 2 Educational Television-INRAVISION, Colombia, Bogota. Personal Information from Pilar Santamaria do Iieyesfiifi. Director. I~1aroh,19'IO. The increasing number of students in Colombia requires more teachers, space, duplication of courses and an increase in cost. To solve in part these problems and in planning the use of the radio and the television media, the govern ant should consider radio and television sets as primary tools for caucation. The electronic industry should participate actively increasing tne number of radio and television sets made in the country and the easy way to get them so the number of buyers will increase as well the level of education for a better development of the country. At the present time there are some examples of how the cooperation between public institutions and private capital has succeed. According to a l967 survey, 7l7 out of l5,53l education institutions have been using CCTV in th: U.S.A. In 1932, only 493 were using CCTV in higher education.] At Michigan State UniverSity one of the largest users of College CCTV, 2l.6% of students' credit hours were totalled in 2l8 courses offered to freshman and sophomore classes.2 The Chicago TV .College is a special model for the use of television for home students. However, people at this time believe that the television medium still has lots .3 ‘of potential in education to produce the predicted results. . Lawrence McKune, Compendium of Televised Education. Michigan State _... -_‘ --»- -..- —. Unpversity, Continuing Education VETifilgj’TDES, p. 5. 2 Annual_Report. Closed Circuit Television. Michigan State University. 9. Instructional heats Center. l970-7l. 3 Personal interview with James Zigerelly, at Chicago TV College, Chicago, January l972. Governments should be aware of the educational problems and know what kind of peeple are preparing for the future. They should be interested in researching some new methods for teaching and at the same time, trying to get the highest effectiveness of education and at low cost. The effectiveness of the ITV at college level will be study by the present research. It intends to review the basic tactors about Introduction, Administration, Production and Evaluation of an ITV Operation. 'Updated information will be researched by perSonal interviews and mail interviews to qualified peeple involved in ITV at college level. The consideration of these ideas should support an ITV Operation at higher level in Colombia. "That there should one man die ignorant who had the capacity to learn this I call a tragedy.“1 A Thomas Carlyle l Jerome Korabel, "Perspectives on Open Admissions”, Educational Record (American Council on Education: hashington, winter, l972):‘57.40. CHAPTER I ITV GENERAL DEVELOPMENT A. At College Level In U.S.A. In l95 , NAEB and the United States Office of Education's Radio Office met educators from all over the country to discuss how they could use the television medium for their needs. This meeting was the official start of ETV (October 16, TQSO) and during the same time it was named the Joint Council of Educational Television (J.C.E.T.). To move ETV from theory to a program of action, 242 channels were reserved for education by the U.S. government. During a meeting at Penn- sylvania State University the American Council on Education agreed to create a National Program Foundation to act as National and Regional Production and Distribution Center for Educational films and videorecord- ings. The foundation might be financed by investments from c00perating universities and foundation grants. One of the first universities to engage in television training was the University of California which in February 1941 offered a short course in television production.1 1 Beverly J. Taylor, "The DevelOpment of Instructional Television," The Farther Vision. ed. Allen E. Koenig and Ruane B. Hill (Madison: The w-~ u.~...—.-M .-_~.—.—.~¢ Q-.. University of—Wisconsin Press, l967), pp. l33-53. In order to introduce the television medium, in l945, the General Assembly of the State of Iowa appropriated $525,030 for the University of Iowa to build a communication center; later other universities did the same, such as Syracuse, Northwestern, Columbia, western Reserve Uni- versity, University of Michigan, University of Texas, Creighton Univer- sity, Pennsylvania State University, New York University. In 1952, the American Council on Education and Pennsylvania State University sponsored a national conference on A Television Policy for Education. This event has had considerable impact on and usefulness for the nation's development of educational television. In l954, the televisiom medium was introduced into the university as a means of obtaining more students and teaching them well. ,There were many experiments throught the country including those at Hagerstown, (Miami University, Chicago and San Francisco. The Fund for the Advancement of Education (FAE) and the Ford Foundation gave a grant for starting the use of television at college ~ 2 level at the Pennsylvania State University in 1954. 1 Taylor, The Farther Visibn, 1967, pp.l33-53. 2 L.P. Greenhill, H.D. Sherk and Betty McKenzie, IEENBQlFMSf Productipn_ jgmlelpvised Instruction. (UrbanazhAEB, l959),p. 5. The Pennsylvania State University was the pioneer in teaching college courses by television. In l958, l4,000 students registered for one or more of the thirteen courses taught over CCTV on the campus. In l956, FAE appropriated a grant of $500,000 to the Chicago Board of Education and NTTN, Chicago's local ETV station. The objective was to undertake a Television College. Curriculum for the Junior College of Chicago and for students living at home. In the Midwest, Western Reserve University offered the first broadcast ETV College Credit Courses, Elementary Physicology and Compara- tive Literature, with a tuition of $l6 per credit hour for three-unit COUI‘SES . In l957, the American Council on Education and Pennsylvania State University supported a seminar; the result of which was the publication of College Teaching by Television. In using television at the college level this seminar pointed out -that it would be important to demonstrate, develop and create distinctive and apprOpriate models for serving educational functions and cultural l objectives. l Greenhill, The Role of Production in‘Televised Instruction, l959, p. 5. CBS introduced in l96l by network, "College of the Air,” with Crazies in Biology and American Economy. NBC's "Continenicl Cla‘: con“ he gT: in ’J the fall of l958 with Phyzics and later Chemistry courses were thaw ijn colleges and universities have partirim ted in the courses offered 37 the l70 NBC stations. Today the commercial networks treadcast their one igleeision courses.1 The biggest state wide ITV undertaking started in l948 at the University of Texas. The Texas Educational Microwave Project, TEfiP, this extensive CCTV and microwave educational systen, officially b :an in 196l as the nation‘s first television network of higher educational irctitu- tions. Courses are produced in the University's CCTV with a studio in ’9 u-un. 1. Austin, college credit ccurscs averaging ten dollars per ;.;cit. “:sx; he . w to I Operated independently with funds contributed by its member institution :? a—t .9. 3 Today in l972, there exists a great number of organizations whose n objective is to give a service or to help in the improvement of ITV, -ush as: The Federal Communications Commission (FCC), the Fund for the Advace— ment on Education, National Instructional Television (UITl, the National Association of Educational Broadcasters (NAEB), the Great Plains National Instructional Television Library. l TV Guide, April l4, l972. 2 McKune, hatjgnal Compendium of _Televised Fileet.c.. Vol. l5. TPUG, p.643. «WM—-1“.— .. .. . -"—‘ -._..- 9 a In l963 there were more than 257 CCTV Operations, l,008 institutions were using ETV and 327 institutions were using commercial stations. Two hundred thirty two universities and nine hundred eight colleges used the television medium to teach 50 subjects. The highest enrollments were: Science 99,053; Psychology 54,850; 1 Education 4T, 962; hathematics 39,884; Social Science 39,661. 8. In Other Countries Besides the United States, other countries started instructional television as early as 1956. In England in ICES there was a_te1evision program about the French language. The television medium helped in increasing the viewers' .2 knowledge of French words. The analysis of the results were significant. Ogawa in 1960 let 140 Japaneese fifth-grade children watch an educational television program about the Tokyo Yokohama industrial area. Comparison of pretest and post tet showed substantial increase in the students'knowledge. 1 McKune, National Compendium of Televised Education. Vol.15 1968, p. 5. 2 Goodwin C. Chu and w. Schramm. Learning from Television: what the Researchw§gy§_(Hashington: NAEB, 1968), p. 46. 3 Ibid. In It television “lite": aw in Fr training t improved t H their legs Colo: were in 1 schools 1 Clindlllii’f In T educatim day time 10 In Italy (1961) there were adults attending courses designed for television. Positive results were achieved by television in overcoming illiteracy:I In France in 1962 there was a closed—circuit television course for training teachers. This course produced good results and teachers improved their methods and learned to bring out the essential points of their lessons.2 Colombia's first attempts to utilize television for school purpose5* were in 1955. Started with the distribution of 500 television sets to sthools in the Distrito Especial de Bogota and the Departamento de Cundiiamarca, around the capital. This project survived for one year. In 1960 the Radio Televisora Nacional de Colombia created the Tele- education Department which has to prepare a program of instruction for . day time presentation over the national network. 1 Goodwin and Schramm. Learning From Television: What the Research Says. 1968, p.46. 2 Ibid. The teachers, in 1969, Spanish 5 M 1 Jack Roman fo 11 One hundred schools started in some cities of the country using television for teaching primary grade, 1963, and this was considered a 1 pilot program. In 1969, more than 500,000 children were taught by television used as part of the primary level.2 Besides the daily programming the Colombian education television is clearly involved in service training to improve teachers although it 3 does not claim this to be its principal function or responsibility. The general teacher's guide is to be used fo training in-service teachers, students and the faculty of the teacher training colleges. In 1969, Colombia was choosen for a teachers training program for 4 Spanish speaking countries. ~m-n-I--.- -’ 1 Jack Lyle, C.L. Germanacos and J. Torfs, "Colombia's National Program for Primary Level Television Instruction," New Educational Media in Action. No. 2 (UnescozllEP, 1967), p. 49. 2 Area Handbook for Colombia, 1970, p. 136. 3 Lyle, Germanacos and Torfs. New Educational Media in Action. No.2 1967, p. 49. 4 . Peter Coombes. "INRAVISION Teacher Television Training," Educational - Television International. October 1971, p. 35. '”““"“ pr is di ed: We Instructional television was expanded in 1962—65 on the base of testing the efficiency of television at the primary level in comparison to face-to-face. After a financial crisis and also indecision about what ministry should take the program, the Colombian government presented a proposal of an ambitious program to the government of the United States in order to revive the program and request financial and personal assistance from AID and the Peace Corps. A proposal was also made to the Ford Foundation for certain assistance. Colombia actually has one of the world's large instructional television programs for the first 5 years of elementary schooling. This program reaches on a daily basis 575,000 people in over 800 schools. The produce forty lessons per week, plus three teacher orientation programs. Programming for the one service originates in Bogota and is relayed over a network of repeaters which provides coverage to the majority of the population. There are 15 television stations equipped with transmitters in different areas. In 1965, 745 hours of transmission time was used for educational television. Over 130 people were directly involved in the 1 preparation, production and utilization of the educational programs. l Lyle, Germanacos and Torfs. New Educational Media in Action. No.2 1967, p.49. gl‘O pans doll a1 ll: tale: each house 16 tr DFOgr Plus ' 1957, 13 The present Peace Corps project director feels that the present group of volunteers should be the last and when they leave the program it will be in the hands of the Colombian peeple. Educational television has exclusive use of one IHRAVISIOB studio, 39 x 21 feet. It has a bank of pre-set lights controlled from a master panel, two RCA image orthicon cameras (one with a zoom lens) on wheeled dollies and a studio monitor set. Neck micrOphones are generally used although sometimes the boom mike is used. The studio's control room is equipped with cameras videotape, telecines, preview and transmitted pictures. The audio control panel is equipped with a recording turntable and a tape recorder. Two telecines, housed in master control are available providing for the projection of 16 mm film and 35 mm slides. There is a Bell and Howell 16 mm projector in the studio control‘ program, used for previewing films. One videotape recorder is housed in a separate air conditioned room adjacent to the master control. This - 1 plus television sets were acquired throuqh a grant from U.S. AID. m -.--—— — l Lyle, Germanacos and Torfs. flew Educational Media in Action: No.2 1967’ p07] a C. Applying Learning Theory to ITV. In trying to learn from television it is convenient to know the role of each one of the fundamental lr‘1n113 1ut.trs° 1. Motivation.- lhe introducc1cn of cues which arouse motivation toward t1 1e aan.s1cmcnt e; an ecc.at o1al objective will increase the effectiveness with which that objective is achieved. 1 This is supported by Allison and Ash in 1951 cit d by Chu and Schramm. For instance, the assis ant teacher in the class- rOcm television should introduce the teleclass with a short discussion. 2. Potential of the Teleclass. - Its use of “How to do something", demonsi ration in aizolying a method to the solution of problems w1 ill increase the pro mi bility of 2 learning. For instance, to follow a step by step d1noflitratlfln aoout a heart operation. 1 Goodwin and Schramn1.1e rning freni Televiti ma :Vhat the Research Says (Washington: NAEB, 1968), p, 26 - as 2 Neal E. ”illcr, “Grrph1CCcs n catio Audio Visual Covmunicati n l1esvi(.-w, (J-;:“uc l I 1iaen 1he Cris in Education r,1957), 5 pp. l5 3. Individual Differences .- Since learners differ in their capa~‘ city to make the response to be acquired, learning will be most efficient if it is planned for each learner to embark on a program commensurate with his capacity to achieve new responses.1 This possibility may direct the attention to selecting students by interest and age for ITV. 4. Learning by Imitation and Observation .- Some people are capable of learning by repeating, 2 and practicing skills seeing or watching other people performing. From this point of View it will be possible to study and to select students to be taught by television. For instance, to teach subjects by television which students should participate in classroom. Make tests to students pre and post and select students who finally completed the work done on television. 1' Miller, et al Graphic Communication and the Crisis in Education, l957. Ibid. l6 5. tearner-Resqondin33- If the student finds his own response, he will learn the subject better than if he does .1 it by observing others responding. For instance, to encourage students to respond to telecasts frequently and to participate actively in problem solving every week. 6.‘ Speed Learning.- There are some students who can learn faster than others and some of them may spend less time to get their college degree. Selection of the students by this characteristic will reduce notably the cost, but students can make their progress faster and also in countries where education is paid by parents it will be less money Spending. From these factors we deduce that some motivations are common to our entire culture, but it is not natural that all people's interests are similar. The differences are greater than most of us realize.2 Therefore, ‘ whenever an educational program is planned we also must ask what are the students' interest. l , Miller et al Graphic Communication and the Crisis in Education, l957. 2 Commission on Instructional Technology. To Improve Learning, .' ‘1' fi.. (Hashington: U.S. Government Printing Office) hares :tzu. 17 At the present time when the lack of educational elements seems to dominate, the students are highly selected and motivated and their own responsibility increased. In the future some of the highly motivated and selected students could go to college; the education of the remaining students could be solved by having them study at home; the learning factors represent a special 1 role in these situations. John-I. Goodland, Dean of the Graduate School of Education at U.C.L.A. ‘ pointed out "the impact of mass media on the student such as l5,000 hours of television in addition to many hundreds of hours of public muvies, and also exposure to newspipers, magazines, radio and only l2,000 hours in school is an antidote." College students are highly motivated, but we should distinguish between being motivated to watch-amusement and being motivated to watch learning. 1 Miller et al Graphic Communication and the Crisis in Education, 1957. 2 _ Richard Burke, Instructional Television. (Bloomington: Indiana University Press, l97l), p.l332 18 Father John Culkin, communication expert of Fordham University, said: “the new learner calls for a new kind of learning..." Should we adapt the process of learning to accommodate the child and young pepple who have been exposed to the impact of sound and image, and who should use all of his senses in his learning as an active agent in the process 1 of discovery?“ Lately, researchers are working on how to measure the impact of films ' of violence shown on television on children using electronic equipment connected to each one of their senses and measuring it by a physiograph. D. Acceptance of the Television Medium in the Educational System The adoption of instructional television into an educational system should be planned. Advocacy and enthusiaSm are not sufficient guarantees 3 of success.' l Burke,Instructional Television, 1971, p. l33. 2 Britain Book of the Year, l97l, p. 733. 3 Judith Murphy and Ronald Gross, Learning by Television (New York: Fund for the Advancement of Education,*T§663, p. 6} 19 People believe that instructional television's limited influence in adoption could be largely explained by a deficiency in quality. What it means is that the production values were weak. For instance "in the 60's the camera work was poorly conceived, the videotape was 1 unsatisfactory, lighting, design, graphics poorly executed." "The content was out of date and poorly structured or uninteresting, the teacher might have been dull, disorganized and might have failed in stimulating the learner. Is this a Tv problem or an instructional . problem? or both?. As a consequence it is not an effective instruction.2 However, in l967 there were 7l7 CCTV operation in comparison to 403 in l962.3 Also in some countries where the television medium had been started it has now been adepted as a part of the education curriculum.4 For Instance: Colombia, Hagerstown, Nigeria, Samoa, MPATI. - Upgrading Instruction Algeria, Colombia, Hagerstown. — Teaching Teachers U.S.A., (Chicago), Italy, Japan, Peru. - Extending the School. 1 Murphy and Gross. Learning by Television, l966, p. 6. 2 Ibid. 3 . Commission on Instructional Technology. To Improve Learning, l970, p. 69. 4 Goodwin and Schramm. Learning from Televised Instruction, l968. p.l6. 20 E. Potential Financing The Corporation for Public Broadcasting was created by the U.S. Con- gress in the Public Broadcasting Act of 1967, which says that the entire country should have the benefits of a strong public broadcasting system. 'This caporation would bear half of the public braodcasting Operating costs, which are estimated to be close to l80 million dollars between - l972 and l980. The remaining half would be financed by the Department of Health, Education and Helfare (H.E.H.). The H.E.w. intends to be associat- ed with increasing contributions from others. The main objective will 1 be always to plan the increase of contributions. Colombia needs and should find a way to raise funds in order to improve education beyond the primary level and to be able to build a project for higher education based on the successful primary level television instruc- tion to centinue using the television medium as part of the educational curriculum. Official institutions such as the Education, Communications, Health and Agricultures Ministries, and other national and foreign institutions should take part in the project, since all are involved in the National DevelOpment. ' l Lyle, flewugducatjpnal Media in Action. No. 2, l967, p. 74. Zl Among the private MANUFACTURERS THAT COULD COOPERATE IN Colombia are manufacturing companies such as General Electric, Phillips, iotarola, among the private mass media we have the National Association of Colombian Broadcasters. newSpapers El Tiempg_and El Espectador. With the cooperation of all the above institutions and manufacturers it would be possible to create a corporation in charge of the funds received and directed to increase them and to provide a better and faster educa- ltion via mass media. If the Colombian people consider that the television set is an important tool for its education it will be essential to amend the law that actually restricts the importation of television receivers, parts, l videotapes and other related supplies. l Lyle, New Educational Media in Action, No. 2, 1967. p.74. CHAPTER II GENERAL APPROACH FOR ITV A. Introduction of ITV There are some suggestions for introducing ITV in a College or Institution of which we need to be aware: I. To study pepple's reaction.- It is important to be aware that people are against any change, this makes the first step difficult. 2. T9_mgtivate the entire staff.- To initiate NORKING TELEVISION practice is more convincing than theory. Ten minutes involvement before the camera and watching the play back is better than persuading for a month in order to get the idea across. 3. To invite teachers to start.- To suggest that everyone try to experiment with different approaches, methods and materials. They should try at this_time to know how to teach l by television. “c. upp- l Richard B. Lewis, “Norturing Campus-Hide Exploration of CCTV Teaching." in The Role of Production in Televised Instruction, ed. by L.P. Greenhill, “u- ”v-.—- H.DT”Sherkrand'Betty‘RcKenzie (Urbana:NAEB, l9597, p. l5. 23 4. To Prcxgte BPS? Interest, more Rehearsal and Select ITV Objectives The administrator should be ready to answer any questions regarding ti; use of television for instruction. 5. To selec§_tte test Personn313- An essential key would be used to p... *. ......- .- eliminate incompetent teachers and with the remaining create enthusiasm of the effective use of the television medium. Perhaps the unqualified teachers for performing on - l television could help in the classroom. To create a spirit of "Re are all in the same stage of develomnent" is a good strategy.2 6. 19sg§£§192“§99flfif§£iflfl:' To succeed in a cooperative program it 'is essential to build good teams. If one is on camera others work by observing students; the next step is to have them change ideas and places. ITV improves when several teachers help each 3 other and the television personnel help them all. .—- -— “—“-‘-—“‘~ ] . Clifford Erickson, Hymen M. Chauson and James Zigerell.flEight_ Igarsugfnlyugollege, A Fourth Report (Chicago: Public Schools,‘l964, ) p.12. 2 Richard Lewis, The_Rol§_gf Production in Televised Instruction, 1959 'p.l5. 3 Ibid. 24 7. IE Compromise_the Administration of the College. l There are some considerations to involve these people: a. TV registration courses, schedule c00peration sending informa— tion to faculty about ITV. b. Instructional Television Information and Promotion. Office hours and special meetings with the television teacher. c. Television workshops and short telecasts for visiting groups. d. Allow the involvement of administrative personnel directly ,and put them "on the air." "The producer director won't try to be an administrator or a teacher. He should do his work and he will be supportedzby television in the institution by proud satisfied teachers." B. Using CCTV. ‘ "Can you teach regular college and university courses by CCTV for. full semester?" Mr. Alvin C. Enrich of the Fund for the Advancement of Education asked toPennsylvania State University in l954. They answered, "Yes. 'For the three courses we have televised..." but "instructional . 3 1“‘-'l€3l~"lsion should not be a routine." ‘~\r~_ ___* “ l.ewis, Televised Instruction, p.15. l959. 2’ Ibid. .3 To avoid routine means that ITV should be improved, the potential of :3 used at maximum and at the same time the limitations 3. 1 l tele v35lon will will he reduced. In effect, in the study of Schramm in l962 it was found that from 9&2 comparisons at college level, 22 were more effective by television, 23 were more effective lace-to-gace and l52 did not present significant difierences. According to Mielke, to measure ITV effective— ness include; specific factc rs, which perhaps were not taken into consideration. l. I::_:_ i strat_r_- The CCTV should have an administrator to handle financial matters, and coordinate with school administrators and teachers such things as program selection, schedule, course dQVPIUHJ‘OC and many other detailsw h ich occur in any kind of educational administration. He must be able to prevent shortcomings, estimate and conia nunicate ideas and analyze their consequences. Besides these factors should be able to work under pressure. In the small CCTV system the administrator may be manager, program supervisor, writer and director and perhaps he will have an engineer to supervise technical operations. —-.—o "-M -‘.—.~-.- m ~’ l C. R. Carpenter and L. P. Greenhill, Closed Circuit Television forwjgighjng“Uriver:1t s Co_urses (University Park? Pennsylvania,l958) 2 . Keith Mlelke, ”Evaluation of Learning from Televised Instruction," Instructional Telev1sion, ed. by Richard C. Burke (Bloomingtonzlndiana Un1‘:. PreSs, .Drll, p.91. 3 Dire E. Cox, "The Television Ad:ninistrators,” In Instructional_ Telrw is ion, ed. by Ric Wd BLHr e (Bl0‘“lnj*0 n: Indialia University PFWCSS, 197]), p. 86. 26 The administrator should demonstrate a qualified personality and be experienced in order to do all his work. The CCTV Administrator has to work with the ccnmvnity and be on good relations with the leaders to make the programming reflect the needs and interests of all the people within the area of the broadcast signal. As a consequence, the administrator should also be aware of the effects of national and international problems V ‘l . on his community. ' The administrator's background should help him apply learning theory to instructional television. He should realize the role of education . and he should be aware of the school system and television's effects in his school. The Economic-Committee and Curriculum of the college in colaboration with the administrator should find a competent studio teacher in the subject area to develOp the course content and curriculum materials according to the instructions of the committee. The decision is a very important fact and the administrator should be acquainted with it in order to judge prospective TV teachers. This decision should be on: . a.‘ How well they will meet the receiving students' needs. b. Temperament. c. Communication abilities d. Disposition e. Capabilities —-.-..-——- m —..-w———_— l Cox, Instructional Television, l97l, p.89 . ,‘__. ‘ -“.« -n .‘.-. 27 f. Limitations. These must be evaluated and considered before the administration assigns a producer—directo to work with the TV 0] teacher in order to eliminate or solve problems. 2. flow to Decide to use CCTV,- After a long process in which administrators, teachers, professionals in radio, TV and other people try to convince others of the importance of 2 CCTV, it will be necessary to follow a sequence: a. Get a man who is interested in CCTV and qualified in TV in order to take the responsibility of planning and organizing. b. Get a researcher to help in surveys with members of the committee, leaders, members of the faculty, students, parents, industry and to determine the needs of the school system. c. According to the actual planning and production, present ideas and points of view on instructional television at teachers' - meeting. Be ready to answer the following questions: l Cox, Instructional Television, 1971, p.89. 2 . George Bibich, "The School Administrator Role," Instrugtional ’jfflevlgjgn, ed. by Richard Burke (Bloomington: Indianawuniversityuhress,l97l), p.39. 28 cost and manner in which the project will be paid for and what the accomplishments and difficulties be. d. while the committee is studying equipment and installation costs, get a consultant engineer for objective appraisal and suggestions. e. The estimated cost should be within its range in order to get a positive response from the Trustee. f. Get the necessary capital to buy and install equipment. Each school system must decide for itself what kind of equipment it will need. 9. Don't be disappointed with the performance of your equipment. -Cut costs without cutting quality, use imagination and a good purchasing department. This project may be desirable to be considered as a king of model which may be modified and adapted by other educational institutions.1 l Bibich, Instructional Television, l97l, p. 42. 29 3. The Producer»Directormo§M§CTV.- when choosing the producer-director, the administrator should have in mind that he has to be a compatible person and able to complement the teacher in the best interest of the instructional aspects of the CCTV operation., The producer—director should demonstrate certain especial abilities important for the TV course: a. Leadership capability to help build confidence. b. Strong purpose in helping the TV teacher and thus strengthen the televised lesson. Although the administrator is not present when a given lesson is transmitted from the studio to the classroom his effectiveness in choosing personnel is measured as a positive or negative reaction in the eyes of the l receiving classroom teacher and students. “It is very difficult for a director who has not previously worked with a particular camera crew to handle his cameras well on an unrehearsal show. It is important to note that, in the team-work between camera crew and the director, it is just as often the cameraman who contributes to the creative effort and gets the good shot at the right time."2 1 Cox, Instructional Television, p. 89. 2 Edward Stasheff and Rudy Bretz, Thewlelevision_frogram:_}ts Direction and Productign_(hcw York: Hill and hang, 19o8), p.2l0. 30 Therefore, it is essential to train the cameramen for improving the quality of instructional television with the rest of the crew who are going to produce the same telecourse. 4. Cameramgnu_3- The next step is to select the people who are going to operate the cameras. In general this kind of equipment is operated by students who demonstrate an interest in learning something g about television. But after a long period of training they should take over the complete Operation. There is not much that one can do about the selection of the student cameramen since until now there areznot method for this selection in relation to instructional television. In general cameramen should be aware of: a. Paying attention to balance (performers acting or talking in relation to size, color and contrast). b. Preventing bad composition or poor framing (headroom, performer is cut off at the ankles; performer's hand just below the frame), focus or contrast, glare. _l Bibich, Instructional Television, l97l, p. 43. 2 . Colby Lewis, TV Director/Producer (New York: Hastings House Publishers, l968), p. 80. ' 3l c. Camera handling techniques (prevent shooting off the set). Close Co.uunication between the TV teacher and the cameraman in order to knew what part of the subject he should show. d. Importance of rehearsal to every TV lecture and to review every taping to improve for the next time. C. >Basic Research on Starting of a CCTV Operation The use of CCTV should be defined by four general areas of research: 1) effectiveness, 2) appropriateness, 3) acceptability and 4} feasibility. I b- This research is basic to start a CCTV operation because the people' reaction and student's interest are different from place to place. l. Effectiveness.- Studies of comparative effectiveness of face~to~ face and televised instruction with the TV l medium as the only independent variable, require at least: a. The same teacher; b. The same time; c. Covering the same subject; d. To teach at leasttwo groups who have been randomly selected: l. Control group which is taught face-to~face by the same teacher. 2. Experimental group which is taught by TV. “a...” ....- .o c l Mielke, Instructional Television, l97l, p. 93. 32 ' 2. Appropriateness.- Those courses for which televised presentation is appropriate may require modification and adaptation for television. Should courses be adapted for TV presentation? This may be necessary, but it is not the sole reason for course adaptation. It is the most difficult task to decide what adaptations, thinking always that the adaptation should have creativity and be proposed, justified and supported in terms of improvement of the courses as one part of the academic and personal development of students, also in terms 0 motivating students to go and discover more about the subject. 3. Acceptability.— It depends on how peeple react to the TV medium at the school. In this are there are many pe0ple responsible for the failure of CCTV. For instance, the Board of Trustees, Administrative Officers, Procedures, Committees and Senates or councils. The reactions of the students and minority groups of faculty members are the most common. There is another question to answer: how long the acceptance willl continue? It is important to determine the amount of support or resistance to this tool of education, and also to determine the changes in attitudes l which occur with the time. l Carpenter, Circuit Television for Teaching Universities Courses , l959, p. 33 4. Feasibility.- There are some factors which should be weighted with the results presented as part of the overall justification of CCTV employedlfor presenting good or better instruction to a large number of students. a. Initial and operational costs. b. Dependability of equipment. c. Cost and difficulty of engineering maintenance. d. Staffing of systems and management of large classes. e. Number of classes, the size of the class and space requirements. 0. The Quality of Televised Instruction. The meaning of a deficiency in quality of ITV is that the "production values in a particular program are weak. Camera work is poorly conceived, videotape quality is unsatisfactory or lightening, design of graphics peorly executed. " More often, however, it means that a program is unsuitable because it is not very effective as instruction, the content may be out of date, poorly structured or uninteresting, the teacher may be dull, uninformed or disorganized and fail to stimulate the learner. 1 Cox, Instructional Television, l97l, p.95. 2 Burke, "Questions About Instructional Television, " l97l, p. ll7 34 In summary Mr. Burke comments that the failure in a signle value or in a combination of factors may cause a program to be classified as deficient in Quality. In order to evaiuate the quality of the televised instruction it is important to distinguish between factors inherent to the TV medium and factors inherent ot the production per se. These considerations show the responsibility that everyone working in the team would do it for the quality of instructional televised instruction. "The best approach to the quality in ITV is a team approach which is neither l teacher oriented nor media oriented, but learner oriented.” The team should not work thinking about traditional orientation courses, but researching with television medium to design learning experiences so that the teams is going to develop interests to reinforce the message from television and at the same time to learn. Some time ago people devel0ped TV courses without planning objectives and goals or thinking about the after effects on the students. They thought about what to put on the screen but not what effect was intended on the . - 2 student, l Burke ,"Questions About ITV", l97l, p. llB. 2 NAEB, Toward a Significant Difference. Final Report National Project for m--. ._.. . -___ the Improvemontuof"TETevi€ea"ln§tructionTWTBCB—l958, p.ll Instructional television production should be done to avoid difficult explanations, to learn by watching, to introduce information and avoid boring teleclasses. It is important to think about and to plan for the future on the basis of the information of the Project Advisors from the National Seminar ”Toward a Significant Difference" : l ' V V l. "Deficiencies in ITV programming deal with the poor understanding of learner reaction." 2. "Deficiencies in the classroom use of television deal with the fact that student reSponse also depends on stimuii beyond the organization and presentation of the teleclass.” According to the Project Advisors from the Hational Seminar, this kind of misunderstanding has many causes: a. " Most producers, directors graphists and television teachers 'had been trained to manipulate television as a mass communication device primarily suited to pass along information." l . NAEB, "Toward a Significant Difference," Final Report, l968, p.12 36 b. "They had little knowledge of the newer concepts of organizing and sequencing instructional presentations for effecti e individual learning. From these points of view the people who participate in the Instructional Television production team, as the p~snl who should help students after or before the teleclass “have to be trainee to handie the medium as an integrated part of a larger and objectively d-szv: system.” Also the Seminar~ agreed on special plan for the future “we must force ourselves to view educational problems and solution on the learner, rather than on the teacher and administrator. In order to improve ITV‘s quality it is necessary l to have feed-back." E. Who and What Should Improve Instruction by TV? l. Institutions.— Let me introduce this approach by quoting some applicable questions to our problem; these are from Mr. Richard Burke: "The questions are not how and where do we fit television into the course of study, but rather, we should be asking how will the learner achieve maximum learning, what resources are available, how should the learner be directed to various learning Opportunities; what - 2 about stimulation and how shall the desired objectives be measured?" l NAEB, Toward a Significant Difference," Final Report, l968, p.12. 2 Burke, Instructionalfilelgvjsjcnuj l97l, p.ll9. 37 ‘ The Carnegie Commission has made two recommendations dealing directly with Instructional Television. One of them recommended a substantial program of research and develOpment in ITV, designed to discover within the full context of education, the key in which television can best serve l education. The National Center for school and College Television was changed by NIT (National Instructional Television). According to Mr. Edwin 6. Cohen, NIT besides its functions as national distribution center has assumed the role of program design and develOpment. "The production patterns are: To include: the nation's most knowledgeable educators, careful identification of the goals, identification of an effective television teacher, experimental development of the presentation format, testing and selecting the most promising format." 2 Besides the NIT is undertaking perfection of a chosen format for pilot production and testing of lessons; tentative production and testing of additional lessons; revisions and further testing of production broadcasts; 3 classroom feedback, revision and general feed back. 1 Carnegie Commission, Public Television, l967, p. 2 Edwin G. Cohen, NCST News , Vol. 2 No. l , 1967. 3 Ibid. 38 This kind of production is done on the basis of cooperative production funds. The idea is to eliminate the duplication of programs and to improve The other source cf ITV progr ms for higher education is Great Plains National Instructional lelevision Library at the University of Nebraska. At the present time they offer films about utilization, production techniques by CETO, oriented to improve the quality of televised instruction. "The Studio Teacher" emphasizes application in the training of new on camera teachers or in informing classroom teachers of the preparation and processes - l necessary to produce a televised lesson. "TV in the Classre m“ emphasizes the value of preparation for the telecast-preparation of the teacher_through study based on the course teacher's guides, and preparation of the students in order that they will have proper orientation and vocabulary background to benefit from the television lesson—and of follow-up after the telecast to reinroce the concepts presented by the television teacher . It also stresses the "team" relationship between classroom teacher and studio teacher. "Television Techniques”for Teachers“ available in English and Spanish languages sound track, l6 mm., recognizes difficulties associated nith the introduction of instructional television into the classrooms and attenpts to provide some practical answers that might n—.—...-> l Catalog of Recorded Instruction. G. P. N. I.T. Library (Lincoln: University of Nebraska, l972), p. l44. 39 be implemented in any classroom anywhere in the county. And although the presentation is highly informative it is not pedantic in its minuer. The approach is light and entertaining. From CETO: ”Still Pictures in ETV". This shows some criteria for a good still picture, taking into account shape, composition and gray scale. The use of superimposition of arrows, circles and words is demonstrated, as well as camera movement over a 'photo blow-up' and some fast methods of . changing captions. A series of photographs taken on successive days illustrates 'compresed time' while a historical reconstruction is de- monstrated by a series of drawings. Choosing between photographs and drawings is discussed. A final example combined good photography, music and camerawork in an artistic whole (approx. 27 minutes.)l ”Communications & Education" has acknowledged value as an in-service teacher education series or as a general adult viewing experience. From the New York State Educational Department.2 "Physical Science" produced by Chicago's TV College at NTTN deals with the non-living of the universe. It is primarily intended for those who do not need detailed knowledge of science or laboratory techniques, but do need an understanding of some of the more important scientific principles, and even more important, an appreciation of the scientific — “m"- ”Va-“ —- l Catalog of Recorded Instruction, 1972, p. l56 2 Ibid. p. l64. 40 attitude and method. "Public Health Science". The purpose of this series is to provide high-quality instruction in public health science, including specialized teaching resources, for the baccalaureate nursing program. Produced by Texas Woman's University at KUTH-TV, Houston, Texas.1 With a few Iexceptions of failing foundations have played a constrUctive role in the progress ofeducation in U.S.A. Their philosophy is to support . Commissions, Special studies, designed to look at the field of higher education. After evaluation of present practices to make recommendations for the future. The Ford Foundation in February l97l gave a new grant of more than 9 million to the Educational Broadcasting Corporation for national and local programming throught l972.2 2. The Production Personnel.- The production personnel engaged in ITV have to develop a particular rdle and be qualified with special characteristics. The role of the production personnel can be described as that of "friendly critic and an interested assistant." 1 Catalog of Recorded Instruction, l972 p. l78. 2 F.E. Andrews, Foundation Influence on Education. Educational Record Washington: Anerican Council on Education, Winter, l972, p. 29. 3 Rudy Bretz, "Some Basic Production Principles and their Relation to Learning," The Role of Production in Televised Instruction , NAEB Seminar, l959, p. 9. 4i "The good teacher working in cooperation with the producer will become the most advisable production team. The teacher;s qualities should be put together with the producer's which are an imagination and initiative of a very high order and an organized mind directed to produce the most effective communication. But the TV director is an essential person in the production if we think about improvement in ITV. 'The director must have time to dedicate all his energies to the creative and artistic problem ' or making the production as good and clear as possible so the audience can see and understand and learn." The task of the producer and the assistand production personnel: a. The producer should closely observe the TV teac er's attitude, style and presentation in a normal classroom setting as well as before cameras. This observation is directed to improve the teacher‘s 2 performance. l ' . Edward Stasheff and Rudy Bretz, The Television Program its Production and Direction (New York: Hill and Hang, l968), p. l63. 2 Jarvis Boyer, "Roles and Responsibilities of Production Personnel ," "The Role of_Production in Televised Instruction ed by L.P. Greenhill, H.D. Sherkuand_Betty McKenzie (Urbana: NAEB Seminar, l959), p.l3. 42 b. He should suggest apprOpricte methods by which the TV teache might communicate effectively, this neans that the te;:wer must be aware of the mcdium's limitations. c. The production personnel should not be botheres so they will be able to recognize and promote good teaching. Encoureua instead of discourage teachers. d. They always should remembsr that the main and permanent objective is to help the teacher to do an effective job of teaching end to avoid l changing the teacher's task by the use of the TV medium. e. At all times production and TV personn:l shouid try to improve the process of teaching by TV. For instance, discussing with the TV teacher the value of the visual aids in relation to what the students could get from them. The director is more involved than any one else in the composition of the picture on the screen and it is not the concern of the cameraman alone. He must select Ehe portion of the scene which shows tbs subject to its best advantage. Could a television director select the best message for students if he does not understand the content of the lecture.? l Boyer, The Role of Production in T919V5333,13§?3EEEEPH2 l939, p. l3 o“ ..» w 2 Stasheff and Bretz, Television Program trudvctieehlglsyiscfimllejrusfiiep l968, p. 98. 43 In commercial television, besides the cameraman and director there are other peeple that contribute to a good composition of picture; it could be the same situation for instructional television. Such pe0ple are choreographer,.a scene designer. These people permit the director and cameraman to frame more interesting shots. "Geog Composition is possible by the correct handling of the camera, proper choice of field of view; apprOpriated camera angle, lenses, focus, - and frame; the arrangements of the various elements of the subject or scene: creating shape and form of things; considering light and dark tones; giving special attention to the lights which separate areas. This is a work that only the graphic artist can do. The television director or the cameramen are not able to analyze the design elements for better pictures, but they must select the best in composition. Improving the composition of the picture by the director requires: "he will do this not according to rules but according to his own feels" and coordination with his gained experience working with other directors or with 2 scenic designers , with cameramen gifted with a fine pictorial sense." l Stasheff and Bretz, Television Program Direction and Production, l968, p. 98. 2 Ibid. 44 The most important principles and concepts about pictorial composi- tion must be so truly understood and assimilated by the director and cameramen . 3. Communication Model to Teach by TV.- The ITV production personnel should regard the Lass-Nell Model as a good and as an effective collaborator with the teacher using TV to communicate to his students - l and to increase the highest interest in learning. According to Harold Lasswell, cited by Mielke, the model of teaching by television is: ' flh9_(The TV teacher); Says What (content pf the instruction); Through which channel (TV medium); To Whom (students); With what effect (it is not the medium factors alone, but it must try to account for all of those factors that are 2 highly related to learning.) When following the Lass-Well model the contribution of having in mind each of these steps is relevant to learning effects. But an additional step to this model should be : flgw_(By reinforcement of the message by television). Also after each step in this model is necessary the respective evaluation. l Mielke, "Evaluation of Learning," l97l, p. lOZ. 9 45 "Both the producer and the teacher's passion for effective communication should supplement each other. Therefore, TV production must originate on the producers's knowledge of the technical requirements of production and the limitation of the mediun and the message must originate on the teacher's l knowledge of the communication process." The producer must decide early in the rehearsal what action he intends to take and how to avoid the lack of confidence from the teacher ; he must be creative and sensitive and in addition, with some teaching abilities; he should try to understand the subject content as such as possible. The degree of creativity wil; almost certainly be in direct prooortion to his degree of understanding. Compatibility of temperaments is very important in order to succeed in the teacher-producer team. Before starting and while he is in the controlroom & studio producer should explain everything clearly, for instance, why certain cues are necessary, why roll cues are important why graphics must be thus and so on. After the explanation the _ 3 instructor will accept the suggestions more readily. l Mielke, "Evaluation of Learning", l97l, p. 104. 2 McNabb E.M. "The Producer as a Psychologist? in the BRIEJQE Production in Televised Instructjon_(Urbana: NEAB, l959), p.29. 3 Ibid. 46 k Directly after to: telecast do not mention lapses, faults and mistake made by the instructor. ouring the rehearsal it would be better to stop the videotape and st rt again. “Never undermine the instructor's morale by comparing him with other izstructers.“ ”Be generous with honest praise —-.g Take time to be specific." The producer shoule respect toe course content and demonstrate interest as though it were his favorite subject. He should give acceptance of the method of teaching and its sequence to improve the effectiveness in the use of the medium for teaching one of his permanent goals. '- There are some standards or production in order to use TV as an 2 effective medium of communication: a. Visibility of subject from a normal distance. b. Audibility of subject from the convenient position. c. An estherically pleasing presentation without extravagancies. d. Students at the classroom should feel involved watching the telecast. e. To improve learning the instructional production should never be distracted. m... «.5....- l 2 R Bretz, “Some Basic Principles and their Relation to Learning." Urbana: FAED, lQSO, p. 9. Therefore, the model of effective communication from the message to the viewer is closed. However, TV should not be looked upon as an l end in itself and it is not a substitute for face—to-face situations. Mr. Bretz defined production as ”The interaction between the content and technique”. He said “Content must filter through technique Ito the audience” and in order to produce effects on the audience tele- courses should be well planned, organized, produced and well followed by feed- back and audience participation. He made this comparison: ”Image and elaborate production techniques like sugar coating on a pill are all right as long as the 2 coating does not alter the effectiveness of the medicine." F. Selecting Television Teachers l. Personality characteristics factors and scales.- Do certain kinds of individuals accept the teacher in this instructional medium more readily than others? l Bretz, SomeufiasjgnffipDUCTION Principles, p. 9. 2 Ibid. 48 The different ways the students perceive the same teacher in the same classroom with the same television lecture, depend on their major field of studies. Mr. Myers believes that his research has demonstrated that television teaching at the college level can indeed be a stimulating intelectual experience for students . He found some factors and the scale to ' qualify the television teacher as being effective. Students rated teachers using the semantic differential scale. l—9. Easter: _§.C.ales l Communication Communicative 2 Organization Easy to take notes l-2 Communicative ability Communicativeueasy to take notes l-2 Communicative ability Communicativeneasy to take notes organize«direct-clear. 3 Stimulation Interested, stimulated. 4 Control Uncontrolled 5 Assertiveness Assertive aggressive 6 Composure Poised-relaxed 7 ‘ Dynamism Dynamic-forceful 8 Friendliness Friendly-sincere 9 Hit Witty gay 10 Profundity Profund-brilliant ll Intimacy Personal intimate __jwflflflflumm~ Lawrence Myers, Jr. Improving the Dualitv_of_§dncatjon by Identifying Television Teachers. Final Report U23. bent. of health Educa- -_.‘.... _.._ _. tion and Welfare (hen York} syiacuse Univ. , l968), p.75 49 A meeting of experts in ITV and Radio took place in Hamburg from Dee: her 9 to la, l968. There were participants from the U.S.A., Belgium the United Kingdon, Czechoslovakia, the Federal Republic of Germany France and Sweden. They concluded: “Teachers had not only to be continually brought up t0